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Chan, Kennedy Kam Ho – Journal of Research in Science Teaching, 2023
As more and more science teacher educators are subscribing to a practice-based teacher education curriculum, it is becoming increasingly necessary to identify and articulate smaller grain-sized teaching practices nested within a core practice in important instructional contexts in order to facilitate preservice science teachers' (PSTs') learning…
Descriptors: Science Teachers, Preservice Teacher Education, Thinking Skills, Teaching Methods
Steven T. Kalinowski; Avital Pelakh – Journal of Research in Science Teaching, 2024
This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The…
Descriptors: Epistemology, Science Education, Scientific Research, Taxonomy
Lautaro Cabrera; Diane Jass Ketelhut; Kelly Mills; Heather Killen; Merijke Coenraad; Virginia L. Byrne; Jandelyn Dawn Plane – Journal of Research in Science Teaching, 2024
As professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K-12 grades. While researchers and policymakers…
Descriptors: Computer Science Education, Thinking Skills, Science Education, Elementary School Students
Tekkumru-Kisa, Miray; Akcil-Okan, Ozlem; Kisa, Zahid; Southerland, Sherry – Journal of Research in Science Teaching, 2023
Recent instructional reforms in science education aim to change the way students engage in learning in the discipline, as they describe that students are to engage with disciplinary core ideas, crosscutting concepts, and the practices of science to make sense of phenomena (NRC, 2012). For such sensemaking to become a reality, there is a need to…
Descriptors: Science Instruction, Teaching Methods, Educational Change, Thinking Skills
Marissa Levy; Amanda Peel; Lexie Zhao; Nicholas LaGrassa; Michael S. Horn; Uri Wilensky – Journal of Research in Science Teaching, 2025
Increasing access to computational ideas and practices is one important reason to integrate computational thinking (CT) in science classrooms. While integrating CT into science classrooms broadens exposure to computing, it may not be enough to ensure equitable participation in the science classroom. Equitable participation is crucial because…
Descriptors: Secondary School Teachers, Science Teachers, Teacher Attitudes, Teaching Methods
Stammes, Hanna; Henze, Ineke; Barendsen, Erik; de Vries, Marc – Journal of Research in Science Teaching, 2023
Design-based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design-based learning contexts has thus continued to be an important field of research. To…
Descriptors: Design, Teaching Methods, Concept Formation, Scientific Concepts
Tytler, Russell; Prain, Vaughan; Aranda, George; Ferguson, Joseph; Gorur, Radhika – Journal of Research in Science Teaching, 2020
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic…
Descriptors: Learning Processes, Thinking Skills, Freehand Drawing, Science Instruction
Donovan, Brian M.; Weindling, Monica; Salazar, Brae; Duncan, Alex; Stuhlsatz, Molly; Keck, Phillip – Journal of Research in Science Teaching, 2021
Recently, it has been argued that improving students' genomics literacy could prevent students from developing erroneous beliefs about social identity, such as the belief that racial groups differ cognitively and behaviorally because of their genes; a belief called genetic essentialism. To date, however, little research has explored if or how a…
Descriptors: Genetics, Literacy, Science Instruction, Race
Gunckel, Kristin L.; Covitt, Beth A.; Berkowitz, Alan R.; Caplan, Bess; Moore, John C. – Journal of Research in Science Teaching, 2022
Nearly a decade ago, the "Framework for K-12 Science Education" argued for the need to intertwine science and engineering practices, disciplinary core ideas, and crosscutting concepts in performance expectations. However, there are few empirical examples for how intertwining three dimensions facilitates learning. In this study, we used a…
Descriptors: Thinking Skills, Science Instruction, Engineering Education, Learning Processes
Mambrey, Sophia; Timm, Justin; Landskron, Jana Julia; Schmiemann, Philipp – Journal of Research in Science Teaching, 2020
Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be…
Descriptors: Science Education, Grade 5, Grade 6, Systems Approach
Duncan, Ravit Golan; Chinn, Clark A.; Barzilai, Sarit – Journal of Research in Science Teaching, 2018
Practices of generating, analyzing, and using evidence play a central role in the Framework for K-12 Science Education and the NGSS. However, the construct of evidence remains largely underspecified in these documents, providing insufficient guidance on how to engage students with the broad and complex nature of evidentiary reasoning. This creates…
Descriptors: Science Education, Elementary Secondary Education, Evidence Based Practice, Standards
Gunckel, Kristin L.; Covitt, Beth A.; Salinas, Ivan – Journal of Research in Science Teaching, 2018
Research on learning progressions has led to advances in understanding student learning about big ideas in science, but teachers struggle to leverage the full potential of learning progressions for classroom instruction. Because learning progressions lay out how students' ideas change over a long period of time, learning progressions could help…
Descriptors: Pedagogical Content Knowledge, Water, Teaching Methods, Thinking Skills
Premo, Joshua; Cavagnetto, Andy; Honke, Garrett; Kurtz, Kenneth J. – Journal of Research in Science Teaching, 2019
The idea that characteristics acquired by an organism during its lifetime can be inherited by offspring and result in evolution is a substantial impediment to student understanding of evolution. In the current study, we performed a preliminary examination of how acquiring physical changes in a question prompt may differentially cue intuitive and…
Descriptors: Evolution, Genetics, Concept Formation, Science Instruction
Lindahl, Mats G.; Folkesson, Anne-Mari; Zeidler, Dana L. – Journal of Research in Science Teaching, 2019
Students' difficulties in interpreting what counts as knowledge have been addressed in past research on science education. The implementation of progressivist pedagogy in terms of more student-active classroom practice and the introduction of a variety of discourses into the science classroom deepens students' difficulties. The integration of…
Descriptors: Science Instruction, Difficulty Level, Teaching Methods, Classification
Wendell, Kristen B.; Swenson, Jessica E. S.; Dalvi, Tejaswini S. – Journal of Research in Science Teaching, 2019
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the…
Descriptors: Epistemology, Science Instruction, Beginning Teachers, Elementary School Teachers